Contextualizing and localizing assessments, allowing students to apply what they have learned in the actual world
(Navalta, 2021). Through Araling Panlipunan, pupils grow in their understanding of knowledge of the world,
including other cultures and their worth in various eras, locations, and circumstances. Additionally, they develop a
perspective on their surroundings and how it is developing (Lao-at, 2019). Araling Panlipunan (AP) is our backdoor
to the past, our current course in the present, and our front door to the future.
Academic success depends on interest, which is a potent motivating factor that drives learning, directs
academic and professional paths, and energizes learning (Tashlanovna, 2022). Unfortunately, most students regard
Araling Panlipunan, or social studies, to be uninteresting (Crisolo & Camposano, 2021). This is mostly due to the
subject's emphasis on history, economics, and politics, as well as government, the Constitution, and society. As a
result, students' perceptions of their learning are directly influenced by their interest, pedagogical impact, and
learning performance, and indirectly by their interactions with their instructors, their responsiveness, the way the
course is organized, their likeability/concern, and their learning performance, in which nearly all abilities,
information, routines, and attitudes are developed during the educational process.
Several characteristics, including interests, favorable psychological aspects, motivation, attitudes,
discipline, and others, are necessary to produce positive learning results (Herpratiwi & Ahmad, 2022).
Despite being an interesting subject, the literature reveals that students exhibit a lack of interest in Araling
Panlipunan, resulting in misbehavior during class discussions, a lack of motivation to learn, and failure to complete
the subject's tasks (Cosme, 2019). Moreover, existing pedagogies have failed to address this problem, resulting in
ineffective teaching and learning practices in the subject. Thus, there is a need to develop appropriate pedagogies
that should be creatively implemented to maximize opportunities and meet demands of the 21st-century effectivelearning. A deep grasp of how kids learn, particularly in Araling Panlipunan, will always be the foundation of
effective teaching tactics (Javina et al., 2019).
Despite existing studies on pedagogies that aim to enhance student interest and motivation in Araling
Panlipunan, a gap still exists in developing multimedia-based instruction that effectively addresses this issue.
Specifically, the literature reveals that while multimedia-based instruction is an effective teaching method in other
subjects, there are limited studies on how it can enhance student interest and motivation in Araling Panlipunan.
Thus, this study aims to develop and implement multimedia-based instructions that will effectively enhance students
interest and motivation in Araling Panlipunan among elementary grades.
Contextualizing and localizing assessments, allowing students to apply what they have learned in the actual world
(Navalta, 2021). Through Araling Panlipunan, pupils grow in their understanding of knowledge of the world,
including other cultures and their worth in various eras, locations, and circumstances. Additionally, they develop a
perspective on their surroundings and how it is developing (Lao-at, 2019). Araling Panlipunan (AP) is our backdoor
to the past, our current course in the present, and our front door to the future.
Academic success depends on interest, which is a potent motivating factor that drives learning, directs
academic and professional paths, and energizes learning (Tashlanovna, 2022). Unfortunately, most students regard
Araling Panlipunan, or social studies, to be uninteresting (Crisolo & Camposano, 2021). This is mostly due to the
subject's emphasis on history, economics, and politics, as well as government, the Constitution, and society. As a
result, students' perceptions of their learning are directly influenced by their interest, pedagogical impact, and
learning performance, and indirectly by their interactions with their instructors, their responsiveness, the way the
course is organized, their likeability/concern, and their learning performance, in which nearly all abilities,
information, routines, and attitudes are developed during the educational process.
Several characteristics, including interests, favorable psychological aspects, motivation, attitudes,
discipline, and others, are necessary to produce positive learning results (Herpratiwi & Ahmad, 2022).
Despite being an interesting subject, the literature reveals that students exhibit a lack of interest in Araling
Panlipunan, resulting in misbehavior during class discussions, a lack of motivation to learn, and failure to complete
the subject's tasks (Cosme, 2019). Moreover, existing pedagogies have failed to address this problem, resulting in
ineffective teaching and learning practices in the subject. Thus, there is a need to develop appropriate pedagogies
that should be creatively implemented to maximize opportunities and meet demands of the 21st-century effectivelearning. A deep grasp of how kids learn, particularly in Araling Panlipunan, will always be the foundation of
effective teaching tactics (Javina et al., 2019).
Despite existing studies on pedagogies that aim to enhance student interest and motivation in Araling
Panlipunan, a gap still exists in developing multimedia-based instruction that effectively addresses this issue.
Specifically, the literature reveals that while multimedia-based instruction is an effective teaching method in other
subjects, there are limited studies on how it can enhance student interest and motivation in Araling Panlipunan.
Thus, this study aims to develop and implement multimedia-based instructions that will effectively enhance students
interest and motivation in Araling Panlipunan among elementary grades.
5. Ang ating kapaligiran ay mayaman sa mga bagay na
nagtataglay ng iba’t ibang katangian , kulay , hugis , laki at
bilang. Ang mga bagay na ito ay maari nating gamitin sa pag-aaral
tulad ng pagpapangkat-pangkat o pagbuo ng set ayon sa katangian
, bilang , hugis o laki nito. Sa pagbuo natin ng pangkat , grupo o
set , ang mga ito ay may katangiang maaari nating manipulahin o
ayusin na hindi nagbabago o naaapektuhan ang bilang.
26. Tandaan:
”Ang mga bagay sa ating paligid ay
natutukoy ayon sa iba’t ibang
katangian at bilang”
27.
28. Sa araling ito ay makikilala natin ang mga miyembro ng
pamilya , mga tauhan sa paaralan at komunidad kung saan tayo
nakatira. Sila ay may mga gawain na ginagampanan upang tayo ay
maging maayos at ligtas sa anumang kapahamakan.
38. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
1
39. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
2
40. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
3
41. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
2
42. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
1
43. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
3
44. Alin ang aking kailangan sa aking hanapbuhay? Piliin ang tamang bilang.
3
1 2
2
45. Piliin ang titik kung saan makikita ang mga ss.: na kaibigan sa komunidad.
C
A B
A
46. Piliin ang titik kung saan makikita ang mga ss.: na kaibigan sa komunidad.
C
A B
B
47. Piliin ang titik kung saan makikita ang mga ss.: na kaibigan sa komunidad.
C
A B
C
48. Piliin ang titik kung saan makikita ang mga ss.: na kaibigan sa komunidad.
C
A B
B
49. Piliin ang titik kung saan makikita ang mga ss.: na kaibigan sa komunidad.
C
A B
A
50. Tama o Mali. Makinig sa babasahin ng guro.At tukuyin kung tama ba ang
inilalarawang kasapi ng pamilya.
_________1. Si nanay ang haligi ng tahanan at
kadalasang naghahanapbuhay
sa pamilya.
51. Tama o Mali. Makinig sa babasahin ng guro.At tukuyin kung tama ba ang
inilalarawang kasapi ng pamilya.
_________2. Si nanay ang ilaw ng tahanan at
nag-aalaga sa buong miyembro ng
pamilya.
52. Tama o Mali. Makinig sa babasahin ng guro.At tukuyin kung tama ba ang
inilalarawang kasapi ng pamilya.
_________3. Si kuya ang katulong ni tatay sa pag-
aayos ng mga sirang kasangkapan sa
bahay.
53. Tama o Mali. Makinig sa babasahin ng guro.At tukuyin kung tama ba ang
inilalarawang kasapi ng pamilya.
_________4. Si ate ang kadalasang tumutulong
kay nanay sa mga gawaing-bahay.
54. ”May mga kasapi ng pamilya , mga taong
naglilingkod sa paaralan at mga katulong sa ating
pamayanan.Bawat isa sa kanila ay may
mga tungkulin na ginagampanan.”
Tandaan:
